Direct Interactive Instruction

Direct instruction explicitly and

Direct instruction
allows students to
speak the information
taught to them safely
and without error.
clearly tells the students what they
need to know. Direct instruction is
especially beneficial for those who With direct instruction,
are missing critical skills in content
students practice with
areas. Students with disabilities who immediate corrective
have an IEP are entitled to
feedback, so students
individualized instruction. do not practice the
wrong responses/skills.

Program Design: 1. Content Analysis 2. Clear Communication 3.

Instructional Formats 4. Sequencing Skills 5. Track Organization
Components of Direct Instruction

Instructional Organization and Who Benefits: 1. Instructional Grouping

2. Instructional Time 3. Scripted Presentation 4. Progress Monitoring
Who is Direct Instruction for?

Students who are low achieving, students

with different learning approaches, English Student-Teacher Interactions: 1. Active Student Participation 2. Group
Language Learners, diverse backgrounds, Unison Responses 3. Signals 4. Pacing 5. Teaching to Mastery 6.
and different ages (pre-k thru adulthood) Correction Procedures 7. Motivation

Activating student participation means increased

responding – which results in increased learning. Because
Check for understanding through TAPPLE
Teach first
Ask questions
Pause
Pick a non-volunteer: This allows the teacher to informally
evaluate learning. Volunteers are called on to explain and
elaborate AFTER the non-volunteer responds.
Listen to the response
Effective feedback (echo when the answer is correct,
elaborate when the student gives partial response or
hesitates, (re)explain when the student is incorrect; have
the student repeat your response)
students are involved, there are less distractions.
Group Unison Responses can be done through using
things such as response cards, choral responding, and
clickers.
Signals – initiate responses, gestures, or words
Effective pacing results in more material covered and
increased productivity.
Teaching to Mastery – gauged by lowest performer.
Correction Procedures – immediate and direct
Motivation = success and success = motivation!